Book

Description

The study examined the effects of Transactional Analysis and Assertiveness Techniques on social withdrawal among secondary school adolescents in Kwara State, Nigeria. Social withdrawal is a behavioural tendency characterised by an individual's persistent avoidance of social interactions, reduced participation in group activities, reluctance to establish relationships with peers, and preference for remaining alone. During adolescence, which is a critical stage of physical, emotional, cognitive, and social development, positive social relationships play a significant role in promoting psychological adjustment, self-confidence, academic engagement, and a sense of belonging. However, some adolescents experience difficulties interacting with others, expressing their thoughts and feelings, initiating conversations, and participating in social activities. When these difficulties persist, they may develop patterns of social withdrawal that interfere with their personal development, interpersonal relationships, and overall adjustment within the school environment. Consequently, addressing social withdrawal among secondary school adolescents has become an important concern for educational stakeholders, particularly guidance counsellors, teachers, parents, school administrators, and policymakers. Social withdrawal among adolescents may arise from several interrelated factors, including low self esteem, fear of rejection, negative peer experiences, bullying, social anxiety, poor communication skills, family difficulties, and inadequate opportunities for positive social interaction. Adolescents who withdraw from social situations may find it difficult to establish friendships, seek academic assistance, participate in classroom discussions, and engage in extracurricular activities. Some may prefer solitary activities because they fear criticism, embarrassment, or disapproval from their peers. Others may experience difficulties asserting themselves, communicating their needs.